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Involvement of Smart Cities Citizens to Global Cooperation in Research and Education in Space - Architectural and Urban Conditions

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Involvement of Smart Cities Citizens to Global Cooperation in Research and Education in Space - Architectural and Urban Conditions Involvement of Smart Cities Citizens to Global Cooperation in Research and Education in Space - Architectural and Urban Conditions Pavel Nahálka(&), Eva Oravcová, and Milan Andráš Faculty of Architecture, Slovak University of Technology, Námestie Slobody 19, 812 45 Bratislava, Slovakia {nahalka,oravcova,andras}@fa.stuba.sk Abstract. The global dimension of human existence is not only perceptible from our communication skills, mobility and our impact on the environment within our planet Earth. If we want be involved in process of Space exploration at least somewhat successfully, it is necessary to responsibly enter into the process of education and research in the smart cities such as Bratislava. Astronomy education and research must to involve a construction of planetar- iums. Planetarium must be able to educate, enlighten, entertain and inspire to space understanding, so planetariums must be interactive. So if Bratislava is a smart city, it must build such Planetarium. Keywords: Space exploration Á Astronomy education Á Planetarium Á Planetarium presentation Á Interactive 1 Introduction The world around us is not only ordinarily perceptible surroundings of our human life, it is not only the environment in which we live, work or spend our leisure time. Our living environment has a much broader scope and it also has this broad framework, the impact of our operations. The global dimension of human existence is not only per- ceptible from our communication skills, mobility and our impact on the human envi- ronment within our planet Earth. We are part of a much broader existential framework, and we are increasingly able to get to know him, to interfere into it and influence as well as its present and especially the future. The existence of the human race (present and future) is associated with this framework and it is therefore necessary to take for his influence on the due share of responsibility. This responsibility has its specific pro- jections in our activities, including the expansion of the ability to explore this vast space environment, the processes that take place in it and our place in them. Space exploration is not just a job narrowcasting top scientists. Discoveries and exploring space through space probes create opportunities relating to the understanding of our past, present and possible future developments and thus affect all of us. New knowledge gained space missions as recently observation of Ceres Dawn explorer, whether culminating overflight of the probe New Horizons in the vicinity of Pluto, the former eighth planet of the solar system, its surprising revelations global layman but © ICST Institute for Computer Sciences, Social Informatics and Telecommunications Engineering 2016 A. Leon-Garcia et al. (Eds.): Smart City 2015, LNICST 166, pp. 774–782, 2016. DOI: 10.1007/978-3-319-33681-7_68 Involvement of Smart Cities Citizens 775 also the professional public. Ability to engage as much as possible to research these processes is an essential requirement for every developed, smart society, particularly in the field of scientific and technical cooperation on space programs. Our entry into this research, whether participating in the project Rosetta and its journey to Comet 67P/Churyumov–Gerasimenko, [7] or the status of cooperating state with ESA (European Space Agency), is an example of the positive results of our relationship to space exploration. 2 Learning Space – Astronomy Education The Exploring the universe is not only the greatest adventure in which human had embarked, but it’s also expanding horizons of knowledge to hitherto unforeseen dis- tance. If we want be involved in this process at least somewhat successfully, it is necessary to responsibly enter into the process of education and research in the smart cities such as Bratislava. Its scientific, academic and research capacity it suitable also for the important place in international cooperation in education, enlightenment and understanding of our role in the Today, however, “the conditions for discovering, exploring and learning about the universe especially are not comparable to those, that existed in Bratislava in the 20 s of the 18th century”,[8] when an astronomical observations Samuel Mikovíni (about 1686 - March 23, 1750) set up his own obser- vatory in apartment on Laurinska street. Today’s night sky of the capital is significantly affected by the disturbing light, known as light pollution, so it is necessary to direct astronomical observations complement by the representation and simulation of space. Archimedes is credited with the first device demonstrating planetary motions about 250 B.C. Later, Ptolemy’s globe is alleged to have even demonstrated the precession of the equinoxes. “The next improvement came with the enlargement of the globes. The most famous, the Gottorf globe constructed in the middle 17th century (The original globe was built between 1654 to 1664 in Gottorf on request of Frederick III, Duke of Holstein-Gottorp.), was about 4 m in diameter, weighed over 3 tons, and could seat several persons inside on a circular bench. The stars were holes in the globe. Other globes like the Gorroro sphere were built, one of the last being the Atwood globe in 1913 for the Museum of the Chicago Academy of Sciences. With a diameter of almost 5 m the Atwood globe shows 692 stars, and a moveable light bulb represents the Sun. Apertures along the ecliptic, which can be uncovered as necessary, represent the planets” [1]. With the coming of the Copernican idea and with advances in instrument - making, various models of the planetary system were constructed as teaching devices. These are called “orreries” in English. The first orrery that was a planetarium of the modern era was produced in 1704, and one was presented to Charles Boyle, 4th Earl of Orrery (28 July 1674–28 August 1731) — whence came the name. The orreries reached their culmination in the large ceiling orreries at Munich (since destroyed), Chapel Hill, and New York. Meanwhile, elaborate astronomical clocks were developed showing various sky events. Thus the stage was set for the entrance of the next advance (Fig. 1). Orbitoscope, invented about 1912 by Prof. Eduard Hindermann in Basel is gen- erally considered as the first projection device for showing planetary motions. 776 P. Nahálka et al. Fig. 1. Mechanical model demonstrating the Copernican system dating about 1780 [2] The instrument is driven by springworks and has two planets revolving about a central Sun. A small light bulb on one of the planets projects shadows of the other two objects in the directions they would be seen from that planet, reproducing accurately the retrograde loops and speed changes. This ingenious device is useful for instruction, but of course had many shortcomings. The idea of realistically reproducing the sky in detail is due to astronomer Max Wolf, involved with the Deutsches Museum. The museum was the brainchild of Oskar von Miller, an engineer interested in all aspects of science. He founded it in 1903, but the opening of a building on an island in the Isar River as its new home in Munich, planned for 1916 was postponed due to the war. The fully constructed museum finally opened in 1925. In 1913, Wolf had suggested to von Miller the idea of a device for his museum which would reproduce not only the stars but also the planetary motions von Miller approached the well-known optical firm of Carl Zeiss in Jena, and they agreed to look into the problem. About March 1919, Walther Bauersfeld, chief design engineer and later director of Carl Zeiss, hit upon the idea of projection of the celestial objects in a dark room. The original plan had been for some sort of globe similar to that of Gottorf. The new idea1 simplified things immensely. The mechanism could be on a small scale and easily controllable. In August 1923, a 16 m dome was set up on the roof of the factory in Jena, and the first Model I projector was installed. The “Wonder of Jena” had its first unofficial showings there. Then the instrument was taken down, shipped to the Deutsches Museum, and installed there in a 10 m dome. The planetarium so impressed many scientific and civic leaders in Germany that in the few years following the first Model I, several other cities ordered and received projectors. Dusseldorf installed a Model I, then replaced it with a Model II which Zeiss 1 Applying also the Rudolf Straubel’s concept that the fixed stars should be projected from the central apparatus [3]. Involvement of Smart Cities Citizens 777 had developed in the meantime. (This planetarium had a 30 m dome, one of the largest ever constructed, and totally destroyed in the war.) The Model II (Fig. 2) was the large dumbbell-shaped projector which everyone has since identified with Zeiss. Fig. 2. Universal projection instrument in the Jena Zeiss Planetarium in 1926 (produced by Zeiss during the 1920s and 1930s) [2] Even in the 1920 s the first planetariums were built outside Germany (the Rome planetarium opened in 1928, and the Moscow planetarium in 1929). On May 5, 1930, the Adler Planetarium in Chicago greeted its first visitors in US. Since then, it was built more than 2,000 planetarium equipped with projector devices of different types, sizes, and made by more of manufacturers (about a third of the Zeiss), with more and more sophisticated technology. “Planetariums for decades have been created to serve the cause of astronomical enlightenment-to offer people knowledge and understanding and a sense of place in a universe far bigger than themselves. It’s an important role and one that we continue to play-changing, we hope, as times, technology, education, and our view of the universe change” [4]. Construction planetariums in the United States posted the largest growth after 1957.
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